混合同步学习环境对学生认知投入的影响机制研究

A study on the influence of blended synchronous learning environments on students’cognitive engagement

混合同步课堂是信息技术赋能城乡教育均衡发展的核心实践场。然而,当前有关混合同步学习环境是如何影响学生有效学习的问题研究依然有限。学习动机是学生开展学习活动的内在心理因素,是解释其学习行为的重要动因。本文以学习动机为中间变量,旨在研究混合同步课堂中混合同步学习环境对学生认知投入的影响机制,采用结构方程模型分析方法来验证所构建的模型和假设。研究结果表明,外部动机是混合同步学习环境影响浅层认知投入的中介变量;内部动机在混合同步学习环境影响深层认知投入和浅层认知投入过程中均有中介效应;外部动机对内部动机具有显著的正向影响,并且外部动机和内部动机在混合同步学习环境影响认知投入过程中具有链式中介效应。建议在混合同步课堂中教师可以从教学法、社会交互以及ICT教学能力方面来提高远程学生的学习动机。此外,教师还应该采用适性教学策略让学生感受到学习的胜任感、课堂的亲密感,给予其充分的自主性,促进学习动机的内化。

Blended synchronous classroom is a key venue for information technology to enable the balanced development of urban and rural education.However,how the blended synchronous learning environment affects learning effectiveness remains understudied.Learning motivation,an internal psychological factor in students'learning activities,can effectively explain their learning behavior.Hence,this study sets out to explore the influencing mechanism of blended synchronous learning environments on students'cognitive engagement with learning motivation as an intermediate variable.The method of structural equation modeling is used to verify the model and hypotheses.The results show that extrinsic motivation is a mediating variable for the impact of blended synchronous learning environments on shallow cognitive engagement while intrinsic motivation has a mediating effect in its influence on both deep cognitive engagement and shallow cognitive engagement.Furthermore,extrinsic motivation has a significant positive effect on intrinsic motivation,and extrinsic motivation and intrinsic motivation have a chain mediating effect in the influence of blended synchronous learning environments on cognitive engagement.Suggestions on how to enhance learning motivation are also discussed.